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Yüksek İşlevli Otizm Spektrum Bozukluğu Olan Bireylere Sosyal Becerilerin Öğretimi: Sistematik Gözden Geçirme

Yıl 2020, Cilt: 11 Sayı: 2, 552 - 580, 28.12.2020

Öz

Bu araştırmada Yüksek İşlevli Otizm (YİO) ve Asperger Sendromu (AS) tanısı olan bireylere sosyal beceri öğretiminde farklı yöntem ve uygulamaların etkililiğini inceleyen araştırmalara ulaşılması ve bu araştırmaların demografik özellikleri, yöntemsel özellikleri ile sonuçları bağlamında incelenmesi hedeflenmiştir. Bu amaçla, Nisan 2020 tarihine kadar yayımlanmış olan araştırmaların belirlenmesi için Academic Search Complete, Article First, EBSCOhost, JSTOR, PsycINFO, Sciencedirect, Worldcat.org ve Web of Science veri tabanlarında taramalar gerçekleştirilmiştir. Tarama sonucunda ulaşılan 120 araştırma dahil etme ve dışlama ölçütlerine göre değerlendirilmiştir. Bu değerlendirme sonucunda 30 araştırma dahil edilmiştir. Analizi yapılan araştırmalarda sınırlı yaş grubuyla çalışıldığı, katılımcılara ilişkin sunulan bilgilerin yetersiz olduğu, genellikle uygun etkileşim becerilerine odaklanıldığıve uygulamaların çoğunlukla davranışsal beceri öğretimine dayandığı bulgularına ulaşılmıştır. Araştırmanın bulguları, ileri araştırmaların niteliksel göstergeler göz önünde bulundurularak yüksek nitelikli olarak tasarlanması ve YİO ve AS tanısı olan bireyler için sosyal beceri öğretiminde bilimsel-dayanaklı olan uygulamaların belirlenmesi amacıyla bir meta-analiz araştırmasının yürütülmesi gerektiğini göstermektedir.

Kaynakça

  • Adams, L., Gouvousis, A., VanLue, M., & Waldron, C. (2004). Social story intervention: Improving communication skills in a child with an autism spectrum disorder. Focus on Autism and other Developmental Disabilities, 19(2), 87-94.
  • Alberto, P., & Troutman, A. C. (2013). Applied behavior analysis for teachers. Upper Saddle River, NJ: Pearson.
  • American Psychiatric Association (APA) (2013). Diagnostic and statistical manual of mental disorders. Washington, DC: American Psychiatric Publishing.
  • Andanson, J., Pourre, F., Maffre, T., & Raynaud, J. (2011). Social skills training groups for children and adolescents with Asperger syndrome: A review. Archives de pediatrie: organe officiel de la Societe francaise de pediatrie, 18(5), 589-596.
  • Baker, J. (2006). The social skills picture book: For high school and beyond. Arlington, TX, USA: Future Horizons.
  • Barnhill, G. P., Tapscott Cook, K., Tebbenkamp, K., & Smith Myles, B. (2002). The effectiveness of social skills intervention targeting nonverbal communication for adolescents with Asperger syndrome and related pervasive developmental delays. Focus on Autism and other Developmental Disabilities, 17(2), 112-118.
  • Barry, T. D., Klinger, L. G., Lee, J. M., Palardy, N., Gilmore, T., & Bodin, S. D. (2003). Examining the effectiveness of an outpatient clinic–based social skills group for high-functioning children with autism. Journal of Autism and Developmental Disorders, 33(6), 685-701.
  • Bauminger, N. (2007). Brief report: Individual social-multi-modal intervention for HFASD. Journal of Autism and Developmental Disorders, 37(8), 1593-1604.
  • Beaumont, R., & Sofronoff, K. (2008). A multi‐component social skills intervention for children with Asperger syndrome: The Junior Detective Training Program. Journal of Child Psychology and Psychiatry, 49(7), 743-753.
  • Bernad-Ripoll, S. (2007). Using a self-as-model video combined with Social Stories™ to help a child with Asperger syndrome understand emotions. Focus on Autism and Other Developmental Disabilities, 22(2), 100-106.
  • Bledsoe, R., Smith, B., & Simpson, R. L. (2003). Use of a social story intervention to improve mealtime skills of an adolescent with Asperger syndrome. Autism, 7(3), 289-295.
  • Bock, M. A. (2001). SODA strategy: Enhancing the social interaction skills of youngsters with Asperger syndrome. Intervention in School and Clinic, 36(5), 272-278.
  • Bock, M. A. (2007). The impact of social-behavioral learning strategy training on the social interaction skills of four students with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 22(2), 88-95.
  • Cappadocia, M. C., & Weiss, J. A. (2011). Review of social skills training groups for youth with Asperger syndrome and high functioning autism. Research in Autism Spectrum Disorders, 5(1), 70-78.
  • Crooke, P. J., Hendrix, R. E., & Rachman, J. Y. (2008). Brief report: Measuring the effectiveness of teaching social thinking to children with Asperger syndrome (AS) and high functioning autism (HFA). Journal of Autism and Developmental Disorders, 38(3), 581-591.
  • Davis, K. M., Boon, R. T., Cihak, D. F., & Fore III, C. (2010). Power cards to improve conversational skills in adolescents with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 25(1), 12-22.
  • Dawson, G., Meltzoff, A. N., Osterling, J., Rinaldi, J., & Brown, E. (1998). Children with autism fail to orient to naturally occurring social stimuli. Journal of Autismand Developmental Disorders, 28(6), 479-485.
  • Denning, C. B. (2007). Social Skills Interventions for Students with Asperger Syndrome and High-Functioning Autism: Research Findings and Implications for Teachers. Beyond Behavior, 16(3), 16-23.
  • DeRosier, M. E., Swick, D. C., Davis, N. O., McMillen, J. S., & Matthews, R. (2011). The efficacy of a social skills group intervention for improving social behaviors in children with high functioning autism spectrum disorders. Journal of Autism and Developmental Disorders, 41(8), 1033-1043.
  • Elder, L. M., Caterino, L. C., Chao, J., Shacknai, D., & De Simone, G. (2006). The efficacy of social skills treatment for children with Asperger syndrome. Education and Treatment of Children, 635-663.
  • Ferguson, H., Myles, B. S., & Hagiwara, T. (2005). Using a personal digital assistant to enhance the independence of an adolescent with Asperger syndrome. Education and Training in Developmental Disabilities, 40(1), 60-67.
  • Freedman, B., & Silverman, W. (2008). Improving social skills for children with high functioning autism. Exceptional Parent, 38(5), 64-66.
  • Gantman, A., Kapp, S. K., Orenski, K., & Laugeson, E. A. (2012). Social skills training for young adults with high-functioning autism spectrum disorders: A randomized controlled pilot study. Journal of Autism and Developmental Disorders, 42(6), 1094-1103.
  • Gutman, S. A., Raphael, E. I., Ceder, L. M., Khan, A., Timp, K. M., & Salvant, S. (2010). The Effect of a motor‐based, social skills intervention for adolescents with high‐functioning autism: two single‐subject design cases. Occupational Therapy International, 17(4), 188-197.
  • Gutman, S. A., Raphael-Greenfield, E. I., & Salvant, S. (2012). The effect of an occupational therapy role-playing intervention on the social skills of adolescents with Asperger's Syndrome: A pilot study. Occupational Therapy in Mental Health, 28(1), 20-35.
  • Ingersoll, B., & Dvortcsak, A. (2009). Teaching social communication to children with autism: A practitioner's guide to parent training and a manual for parents. New York, NY, USA: Guilford Press.
  • Ke, F., & Im, T. (2013). Virtual-reality-based social interaction training for children with high-functioning autism. The Journal of Educational Research, 106(6), 441-461.
  • Kern, L. (2012). A comparison of video feedback and in vivo self-monitoring on the social interactions of an adolescent with Asperger syndrome. Journal of Behavioral Education, 21(1), 18-33.
  • Klin, A. (2000). Attributing social meaning to ambiguous visual stimuli in higher-functioning autism and Asperger syndrome: The social attribution task. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 41(7), 831-846.
  • Lacava, P. G., Golan, O., Baron-Cohen, S., & Smith Myles, B. (2007). Using assistive technology to teach emotion recognition to students with Asperger syndrome: A pilot study. Remedial and Special Education, 28(3), 174-181.
  • Lang, R., Shogren, K. A., Machalicek, W., Rispoli, M., O’Reilly, M., Baker, S., & Regester, A. (2009). Video self-modeling to teach classroom rules to two students with Asperger's. Research in Autism Spectrum Disorders, 3(2), 483-488.
  • Laugeson, E. A., Frankel, F., Mogil, C., & Dillon, A. R. (2009). Parent-assisted social skills training to improve friendships in teens with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39(4), 596-606.
  • Laushey, K. M., Heflin, L. J., Shippen, M., Alberto, P. A., & Fredrick, L. (2009). Concept mastery routines to teach social skills to elementary children with high functioning autism. Journal of Autism and Developmental Disorders, 39(10), 1435-1448.
  • Lerner, M. D., & Mikami, A. Y. (2012). A preliminary randomized controlled trial of two social skills interventions for youth with high-functioning autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 27(3), 147-157.
  • Little, L. (2003). Maternal perceptions of the importance of needs and resources for children with Asperger syndrome and nonverbal learning disorders. Focus on Autism and Other Developmental Disabilities, 18(4), 258-267.
  • Loomis, J. W. (2014). Supporting adult independence in the community for individuals with high-gunctioning autism spectrum disorders. Handbook of autism and pervasive developmental disorders (Fourth Edition). doi:10.1002/9781118911389.hautc41
  • Lopata, C., Thomeer, M. L., Volker, M. A., Nida, R. E., & Lee, G. K. (2008). Effectiveness of a manualized summer social treatment program for high-functioning children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 38(5), 890-904.
  • Lord, C., Cook, E. H., Leventhal, B. L., & Amaral, D. G. (2000). Autism spectrum disorders. Neuron, 28(2), 355-363.
  • Mason, R. A., Rispoli, M., Ganz, J. B., Boles, M. B., & Orr, K. (2012). Effects of video modeling on communicative social skills of college students with Asperger syndrome. Developmental Neurorehabilitation, 15(6), 425-434.
  • McLaughlin-Cheng, E. (1998). Asperger syndrome and autism: A literature review and meta-analysis. Focus on Autism and Other Developmental Disabilities, 13(4), 234-245.
  • McMahon, C. M., Lerner, M. D., & Britton, N. (2013). Group-based social skills interventions for adolescents with higher-functioning autism spectrum disorder: a review and looking to the future. Adolescent Health, Medicine and Therapeutics, 4, 23.
  • McIntosh, R., Vaughn, S., & Zaragoza, N. (1991). A review of social interventions for students with learning disabilities. Journal of Learning Disabilities, 24(8), 451-458. Meyer, J. A., & Minshew, N. J. (2002). An update on neurocognitive profiles in Asperger syndrome and high-functioning autism. Focus on Autism and Other Developmental Disabilities, 17(3), 152-160.
  • Mitchell, K., Regehr, K., Reaume, J., & Feldman, M. (2010). Group social skills training for adolescents with Asperger syndrome or high functioning autism. Journal on Developmental Disabilities, 16(2), 52.
  • Muller, R. (2010). Will you play with me? Improving social skills for children with Asperger syndrome. International Journal of Disability, Development and Education, 57(3), 331-334.
  • Owens, G., Granader, Y., Humphrey, A., & Baron-Cohen, S. (2008). LEGO® therapy and the social use of language programme: An evaluation of two social skills interventions for children with high functioning autism and Asperger syndrome. Journal of Autism and Developmental Disorders, 38(10), 1944.
  • Rao, P. A., Beidel, D. C., & Murray, M. J. (2008). Social skills interventions for children with Asperger’s syndrome or high-functioning autism: A review and recommendations. Journal of Autism and Developmental Disorders, 38(2), 353-361.
  • Reichow, B., Doehring, P., Cicchetti, D., & Volkmar, F. (2011). Evidence-based practices and treatments for children with autism. New York, NY, US: Springer Science+ Business Media.
  • Sansosti, F. J., & Powell-Smith, K. A. (2006). Using social stories to improve the social behavior of children with Asperger syndrome. Journal of Positive Behavior Interventions, 8(1), 43-57.
  • Sansosti, F. J., & Powell-Smith, K. A. (2008). Using computer-presented social stories and video models to increase the social communication skills of children with high-functioning autism spectrum disorders. Journal of Positive Behavior Interventions, 10(3), 162-178.
  • Schreiber, C. (2011). Social skills interventions for children with high-functioning autism spectrum disorders. Journal of Positive Behavior Interventions, 13(1), 49-62.
  • Spain, D., & Blainey, S. H. (2015). Group social skills interventions for adults with high-functioning autism spectrum disorders: A systematic review. Autism, 19(7), 874-886.
  • Stichter, J. P., Herzog, M. J., Visovsky, K., Schmidt, C., Randolph, J., Schultz, T., & Gage, N. (2010). Social competence intervention for youth with Asperger syndrome and high-functioning autism: An initial investigation. Journal of Autism and Developmental Disorders, 40(9), 1067-1079.
  • Sugai, G., & Lewis, T. J. (1996). Preferred and promising practices for social skills instruction. Focus on Exceptional Children, 29(4), 1-16.
  • Tekin-Iftar, E., Collins, B. C., Spooner, F., & Olcay-Gul, S. (2017). Coaching teachers to use a simultaneous prompting procedure to teach core content to students with autism. Teacher Education and Special Education, 40(3), 225-245. https://doi.org/10.1177/0888406417703751
  • Tse, J., Strulovitch, J., Tagalakis, V., Meng, L., & Fombonne, E. (2007). Social skills training for adolescents with Asperger syndrome and high-functioning autism. Journal of Autism and Developmental Disorders, 37(10), 1960-1968.
  • White, S. W., Koenig, K., & Scahill, L. (2010). Group social skills instruction for adolescents with high-functioning autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 25(4), 209-219.
  • Winner, M. (2002). Assessment of social skills for students with Asperger syndrome and high-functioning autism. Assessment for Effective Intervention, 27(1-2), 73-80.
  • Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, E. M., Plavnick, B. J., Fluery, V.P., & Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders,45(7), 1951–1966. https://doi.org/10.1007/s10803-014-2351-z
Yıl 2020, Cilt: 11 Sayı: 2, 552 - 580, 28.12.2020

Öz

Kaynakça

  • Adams, L., Gouvousis, A., VanLue, M., & Waldron, C. (2004). Social story intervention: Improving communication skills in a child with an autism spectrum disorder. Focus on Autism and other Developmental Disabilities, 19(2), 87-94.
  • Alberto, P., & Troutman, A. C. (2013). Applied behavior analysis for teachers. Upper Saddle River, NJ: Pearson.
  • American Psychiatric Association (APA) (2013). Diagnostic and statistical manual of mental disorders. Washington, DC: American Psychiatric Publishing.
  • Andanson, J., Pourre, F., Maffre, T., & Raynaud, J. (2011). Social skills training groups for children and adolescents with Asperger syndrome: A review. Archives de pediatrie: organe officiel de la Societe francaise de pediatrie, 18(5), 589-596.
  • Baker, J. (2006). The social skills picture book: For high school and beyond. Arlington, TX, USA: Future Horizons.
  • Barnhill, G. P., Tapscott Cook, K., Tebbenkamp, K., & Smith Myles, B. (2002). The effectiveness of social skills intervention targeting nonverbal communication for adolescents with Asperger syndrome and related pervasive developmental delays. Focus on Autism and other Developmental Disabilities, 17(2), 112-118.
  • Barry, T. D., Klinger, L. G., Lee, J. M., Palardy, N., Gilmore, T., & Bodin, S. D. (2003). Examining the effectiveness of an outpatient clinic–based social skills group for high-functioning children with autism. Journal of Autism and Developmental Disorders, 33(6), 685-701.
  • Bauminger, N. (2007). Brief report: Individual social-multi-modal intervention for HFASD. Journal of Autism and Developmental Disorders, 37(8), 1593-1604.
  • Beaumont, R., & Sofronoff, K. (2008). A multi‐component social skills intervention for children with Asperger syndrome: The Junior Detective Training Program. Journal of Child Psychology and Psychiatry, 49(7), 743-753.
  • Bernad-Ripoll, S. (2007). Using a self-as-model video combined with Social Stories™ to help a child with Asperger syndrome understand emotions. Focus on Autism and Other Developmental Disabilities, 22(2), 100-106.
  • Bledsoe, R., Smith, B., & Simpson, R. L. (2003). Use of a social story intervention to improve mealtime skills of an adolescent with Asperger syndrome. Autism, 7(3), 289-295.
  • Bock, M. A. (2001). SODA strategy: Enhancing the social interaction skills of youngsters with Asperger syndrome. Intervention in School and Clinic, 36(5), 272-278.
  • Bock, M. A. (2007). The impact of social-behavioral learning strategy training on the social interaction skills of four students with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 22(2), 88-95.
  • Cappadocia, M. C., & Weiss, J. A. (2011). Review of social skills training groups for youth with Asperger syndrome and high functioning autism. Research in Autism Spectrum Disorders, 5(1), 70-78.
  • Crooke, P. J., Hendrix, R. E., & Rachman, J. Y. (2008). Brief report: Measuring the effectiveness of teaching social thinking to children with Asperger syndrome (AS) and high functioning autism (HFA). Journal of Autism and Developmental Disorders, 38(3), 581-591.
  • Davis, K. M., Boon, R. T., Cihak, D. F., & Fore III, C. (2010). Power cards to improve conversational skills in adolescents with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 25(1), 12-22.
  • Dawson, G., Meltzoff, A. N., Osterling, J., Rinaldi, J., & Brown, E. (1998). Children with autism fail to orient to naturally occurring social stimuli. Journal of Autismand Developmental Disorders, 28(6), 479-485.
  • Denning, C. B. (2007). Social Skills Interventions for Students with Asperger Syndrome and High-Functioning Autism: Research Findings and Implications for Teachers. Beyond Behavior, 16(3), 16-23.
  • DeRosier, M. E., Swick, D. C., Davis, N. O., McMillen, J. S., & Matthews, R. (2011). The efficacy of a social skills group intervention for improving social behaviors in children with high functioning autism spectrum disorders. Journal of Autism and Developmental Disorders, 41(8), 1033-1043.
  • Elder, L. M., Caterino, L. C., Chao, J., Shacknai, D., & De Simone, G. (2006). The efficacy of social skills treatment for children with Asperger syndrome. Education and Treatment of Children, 635-663.
  • Ferguson, H., Myles, B. S., & Hagiwara, T. (2005). Using a personal digital assistant to enhance the independence of an adolescent with Asperger syndrome. Education and Training in Developmental Disabilities, 40(1), 60-67.
  • Freedman, B., & Silverman, W. (2008). Improving social skills for children with high functioning autism. Exceptional Parent, 38(5), 64-66.
  • Gantman, A., Kapp, S. K., Orenski, K., & Laugeson, E. A. (2012). Social skills training for young adults with high-functioning autism spectrum disorders: A randomized controlled pilot study. Journal of Autism and Developmental Disorders, 42(6), 1094-1103.
  • Gutman, S. A., Raphael, E. I., Ceder, L. M., Khan, A., Timp, K. M., & Salvant, S. (2010). The Effect of a motor‐based, social skills intervention for adolescents with high‐functioning autism: two single‐subject design cases. Occupational Therapy International, 17(4), 188-197.
  • Gutman, S. A., Raphael-Greenfield, E. I., & Salvant, S. (2012). The effect of an occupational therapy role-playing intervention on the social skills of adolescents with Asperger's Syndrome: A pilot study. Occupational Therapy in Mental Health, 28(1), 20-35.
  • Ingersoll, B., & Dvortcsak, A. (2009). Teaching social communication to children with autism: A practitioner's guide to parent training and a manual for parents. New York, NY, USA: Guilford Press.
  • Ke, F., & Im, T. (2013). Virtual-reality-based social interaction training for children with high-functioning autism. The Journal of Educational Research, 106(6), 441-461.
  • Kern, L. (2012). A comparison of video feedback and in vivo self-monitoring on the social interactions of an adolescent with Asperger syndrome. Journal of Behavioral Education, 21(1), 18-33.
  • Klin, A. (2000). Attributing social meaning to ambiguous visual stimuli in higher-functioning autism and Asperger syndrome: The social attribution task. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 41(7), 831-846.
  • Lacava, P. G., Golan, O., Baron-Cohen, S., & Smith Myles, B. (2007). Using assistive technology to teach emotion recognition to students with Asperger syndrome: A pilot study. Remedial and Special Education, 28(3), 174-181.
  • Lang, R., Shogren, K. A., Machalicek, W., Rispoli, M., O’Reilly, M., Baker, S., & Regester, A. (2009). Video self-modeling to teach classroom rules to two students with Asperger's. Research in Autism Spectrum Disorders, 3(2), 483-488.
  • Laugeson, E. A., Frankel, F., Mogil, C., & Dillon, A. R. (2009). Parent-assisted social skills training to improve friendships in teens with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39(4), 596-606.
  • Laushey, K. M., Heflin, L. J., Shippen, M., Alberto, P. A., & Fredrick, L. (2009). Concept mastery routines to teach social skills to elementary children with high functioning autism. Journal of Autism and Developmental Disorders, 39(10), 1435-1448.
  • Lerner, M. D., & Mikami, A. Y. (2012). A preliminary randomized controlled trial of two social skills interventions for youth with high-functioning autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 27(3), 147-157.
  • Little, L. (2003). Maternal perceptions of the importance of needs and resources for children with Asperger syndrome and nonverbal learning disorders. Focus on Autism and Other Developmental Disabilities, 18(4), 258-267.
  • Loomis, J. W. (2014). Supporting adult independence in the community for individuals with high-gunctioning autism spectrum disorders. Handbook of autism and pervasive developmental disorders (Fourth Edition). doi:10.1002/9781118911389.hautc41
  • Lopata, C., Thomeer, M. L., Volker, M. A., Nida, R. E., & Lee, G. K. (2008). Effectiveness of a manualized summer social treatment program for high-functioning children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 38(5), 890-904.
  • Lord, C., Cook, E. H., Leventhal, B. L., & Amaral, D. G. (2000). Autism spectrum disorders. Neuron, 28(2), 355-363.
  • Mason, R. A., Rispoli, M., Ganz, J. B., Boles, M. B., & Orr, K. (2012). Effects of video modeling on communicative social skills of college students with Asperger syndrome. Developmental Neurorehabilitation, 15(6), 425-434.
  • McLaughlin-Cheng, E. (1998). Asperger syndrome and autism: A literature review and meta-analysis. Focus on Autism and Other Developmental Disabilities, 13(4), 234-245.
  • McMahon, C. M., Lerner, M. D., & Britton, N. (2013). Group-based social skills interventions for adolescents with higher-functioning autism spectrum disorder: a review and looking to the future. Adolescent Health, Medicine and Therapeutics, 4, 23.
  • McIntosh, R., Vaughn, S., & Zaragoza, N. (1991). A review of social interventions for students with learning disabilities. Journal of Learning Disabilities, 24(8), 451-458. Meyer, J. A., & Minshew, N. J. (2002). An update on neurocognitive profiles in Asperger syndrome and high-functioning autism. Focus on Autism and Other Developmental Disabilities, 17(3), 152-160.
  • Mitchell, K., Regehr, K., Reaume, J., & Feldman, M. (2010). Group social skills training for adolescents with Asperger syndrome or high functioning autism. Journal on Developmental Disabilities, 16(2), 52.
  • Muller, R. (2010). Will you play with me? Improving social skills for children with Asperger syndrome. International Journal of Disability, Development and Education, 57(3), 331-334.
  • Owens, G., Granader, Y., Humphrey, A., & Baron-Cohen, S. (2008). LEGO® therapy and the social use of language programme: An evaluation of two social skills interventions for children with high functioning autism and Asperger syndrome. Journal of Autism and Developmental Disorders, 38(10), 1944.
  • Rao, P. A., Beidel, D. C., & Murray, M. J. (2008). Social skills interventions for children with Asperger’s syndrome or high-functioning autism: A review and recommendations. Journal of Autism and Developmental Disorders, 38(2), 353-361.
  • Reichow, B., Doehring, P., Cicchetti, D., & Volkmar, F. (2011). Evidence-based practices and treatments for children with autism. New York, NY, US: Springer Science+ Business Media.
  • Sansosti, F. J., & Powell-Smith, K. A. (2006). Using social stories to improve the social behavior of children with Asperger syndrome. Journal of Positive Behavior Interventions, 8(1), 43-57.
  • Sansosti, F. J., & Powell-Smith, K. A. (2008). Using computer-presented social stories and video models to increase the social communication skills of children with high-functioning autism spectrum disorders. Journal of Positive Behavior Interventions, 10(3), 162-178.
  • Schreiber, C. (2011). Social skills interventions for children with high-functioning autism spectrum disorders. Journal of Positive Behavior Interventions, 13(1), 49-62.
  • Spain, D., & Blainey, S. H. (2015). Group social skills interventions for adults with high-functioning autism spectrum disorders: A systematic review. Autism, 19(7), 874-886.
  • Stichter, J. P., Herzog, M. J., Visovsky, K., Schmidt, C., Randolph, J., Schultz, T., & Gage, N. (2010). Social competence intervention for youth with Asperger syndrome and high-functioning autism: An initial investigation. Journal of Autism and Developmental Disorders, 40(9), 1067-1079.
  • Sugai, G., & Lewis, T. J. (1996). Preferred and promising practices for social skills instruction. Focus on Exceptional Children, 29(4), 1-16.
  • Tekin-Iftar, E., Collins, B. C., Spooner, F., & Olcay-Gul, S. (2017). Coaching teachers to use a simultaneous prompting procedure to teach core content to students with autism. Teacher Education and Special Education, 40(3), 225-245. https://doi.org/10.1177/0888406417703751
  • Tse, J., Strulovitch, J., Tagalakis, V., Meng, L., & Fombonne, E. (2007). Social skills training for adolescents with Asperger syndrome and high-functioning autism. Journal of Autism and Developmental Disorders, 37(10), 1960-1968.
  • White, S. W., Koenig, K., & Scahill, L. (2010). Group social skills instruction for adolescents with high-functioning autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 25(4), 209-219.
  • Winner, M. (2002). Assessment of social skills for students with Asperger syndrome and high-functioning autism. Assessment for Effective Intervention, 27(1-2), 73-80.
  • Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, E. M., Plavnick, B. J., Fluery, V.P., & Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders,45(7), 1951–1966. https://doi.org/10.1007/s10803-014-2351-z
Toplam 58 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Barış Biçimli 0000-0002-1022-1451

Seray Olçay 0000-0002-5007-7466

Üzeyir Emre Kıyak 0000-0002-2681-9407

Yayımlanma Tarihi 28 Aralık 2020
Gönderilme Tarihi 21 Temmuz 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 11 Sayı: 2

Kaynak Göster

APA Biçimli, B., Olçay, S., & Kıyak, Ü. E. (2020). Yüksek İşlevli Otizm Spektrum Bozukluğu Olan Bireylere Sosyal Becerilerin Öğretimi: Sistematik Gözden Geçirme. Batı Anadolu Eğitim Bilimleri Dergisi, 11(2), 552-580.